Abstract
Based on field trips to some mass tutorial schools from 1998 to 2000 and documentary analysis, a three-layered cultural model of cram schools in East Asian comparative perspective is articulated. The paper focuses on dynamic inter-and intra-layer interactions of some key components of the model, exploring areas such as socio-cognitive modes of examination-oriented learning, impacts of local popular culture, degree of impact of transmitting heritage culture, and the value transformations induced by cram schools. Facing regional trends of launching large-scale educational reforms in East Asia, such a study can help policy-makers understand the tensions between the functioning of daytime and cram schools and thereby realise reform barriers in the 21st century. Copyright © 2001 International Education Journal.
| Original language | English |
|---|---|
| Pages (from-to) | 86-97 |
| Journal | International Education Journal |
| Volume | 2 |
| Issue number | 5 |
| Publication status | Published - 2001 |
Citation
Kwok, P. (2001). Local knowledge and value transformation in East Asian mass tutorial schools. International Education Journal, 2(5), 86-97.Keywords
- Tutorial schools
- Cram schools
- Local knowledge
- Heritage culture
- East Asia
